worth beyond measure · catalyst for making change.” a prerequisite for successful and eﬀective...

WORTH BEYOND MEASURE

TENNESSEE TEACHER LEADER GUIDEBOOK

2

On behalf of the Tennessee Department of Education, I am excitedto share six unique and innovative Teacher Leader models developedby teams from the districts represented in this Teacher Leader Guide-book. These six districts represent the geographic and demographic diversity in our state and provide a powerful roadmap for schools and districts in developing our most important human capital asset inK-12 education: teachers.

In 2011, the Tennessee State Board of Education adopted the Teacher Leader Model Standards, which provide a cohesive, transparent setof skills and competencies to guide and encourage the development of teacher leaders. This Guidebook contains different models that are grounded in these standards and provides clear and differentpathways for our schools and districts to consider when attempting to leverage the power and potential of teacher leader development.Creating a strong group of teacher leaders in Tennessee has multiple benefits:

• Increased student achievement and growth through the develop-ment of a shared leadership structure at the school level

• Broader dissemination and use of effective teacher strategies through an increase in teacher collaboration

• Stronger and more positive school and district culture through the development and retention of highly effective teachers.

We’ve grown more and faster than any other state in the nation overthe last few years and I believe the development of teacher leaders can be a powerful tool to continue our positive, upward trajectory of increased educator effectiveness and student growth.

Kevin HuffmanTN Commissioner of Education

A Message From the Commissioner of Education

3

Table of Contents

8Clarksville-MontgomeryCounty Schools

18Dyersburg City Schools

28Henry County Schools

38Kingsport City Schools

48Metro NashvillePublic Schools

58Sullivan County Schools

4 EXECUTIVE SUMMARY

6 TEACHER LEADER COUNCIL

68 CONTRIBUTORS

69 RESEARCH BASE & REFERENCES

71 GLOSSARY

72 ACKNOWLEDGMENTS

4

Executive Summary

Tennessee seeks to transform what it means to be an effectiveleader at all phases of a leader’s career. By setting highstandards for effective leadership based on research and bestpractice, we aim to empower districts to build a network of ex-ceptional instructional leaders who get results. Our leadershipstrategy reflects the changing skill sets needed by educatorsin Tennessee to move from an individual manager as leadermodel to a shared instructional leader model. As powerfully stated in the Teacher Leader Model Standards, adopted by Tennessee in 2011:

TEACHER LEADERSHIP REQUIRES A SHIFT IN THE CULTURE OF SCHOOLS: As Katzenmeyer and Moller(2001) succinctly state, “Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst formaking change.” A prerequisite for successful and effective teacher leadership, however, is changing the culture of schoolsso that teachers are accepted as leaders among their peers and that old norms of teachers working in isolation are replaced with new norms of collaboration and teamwork. This requiresa clear articulation of school-wide goals, training of principals as well as teachers to understand the role of teacher leadersand support for teachers and other education professionals towork together to serve the needs of all students in the school.

The shared instructional leader model requires a bold, com-prehensive strategy. By integrating all of the elements of the leadership talent lifecycle (preparation, recruitment and hir-ing, licensure, evaluation, professional learning, and support), we can redefine our understanding of leadership and deepenthe pool of highly effective teacher leaders who are capable of leading from both the classroom and the main office.

“Within every schoolthere is a sleeping giant of teacher

leadership, which can be a strong catalyst for making change.”

TEACHER LEADERSHIP REQUIRES A SHIFT IN

THE CULTURE OF SCHOOLS: As Katzenmeyer and

Moller (2001) succinctly state, “Within every school there is

a sleeping giant of teacher leadership, which can be a strong

catalyst for making change.” A prerequisite for successful

and effective teacher leadership, however, is changing the

culture of schools so that teachers are accepted as leaders

among their peers and that old norms of teachers working in

isolation are replaced with new norms of collaboration and

teamwork. This requires a clear articulation of school-wide

goals, training of principals as well as teachers to understand

the role of teacher leaders and support for teachers and other

education professionals to work together to serve the needs of

all students in the school.

5

The TDOE strategically created the TennesseeTeacher Leader Council in the fall of 2013 to devel-op adaptable teacher leadership models for imple-mentation in districts across the state by pullingtogether highly effective district leadership teamsrepresenting the geographic, socioeconomic, anddemographic diversity of all three grand divisions of the state. The six districts selected to serve on the Council created different, innovative teacher leader models aligned to their specific strategic plans andreflecting the educator professional learning needs most closely tied to increasing student achievementand growth. The models vary in their design, number of roles, and costs but share a foundational

belief in developing teacher leader capacities, skills,and actions. THESE SIX DISTRICTS ARE:• Clarksville Montgomery County Schools• Dyersburg City Schools• Henry County Schools• Kingsport City Schools• Metro Nashville Public Schools• Sullivan County Schools

Using current research and the Tennessee TeacherLeader Standards as the foundation, the TennesseeTeacher Leader Council developed the teacherleader models that are detailed in this guidebook.

HighlyEffectiveLeaders

The TDOE created the Tennessee Teacher Leader Council in fall of 2013.

EXECUTIVE SUMMARY CONTINUED

6

Background The goal of the statewide teacher leader council is to create teacher leader models that can be shared and scaled across districts and regions. These models address the urgent need for high quality, relevant, and ongoing professional learning related to implementation in three critical areas:• Common Core• TEAM evaluation• Response to Instruction/

Intervention (RTI2)

The Tennessee Teacher Leader and Professional Learning Standards are embedded in the revised TennesseeInstructional Leadership Standards(TILS, 2013). This substantiatesthe need to develop the capacity

of schools and districts to identifyand foster teacher leaders.

Teacher Leader A teacher leaderis a professional educator, who, throughtransparent practices, acts as a change agent to build capacity in self and others to increase effective educator practicesand improve student learning.

Mission Statement The mission of the Tennessee Teacher Leader Council is to create exemplary, innovative,relevant, and sustainable teacher leadermodels that identify, develop, and extendthe reach of teacher leaders, resultingin increased teacher effectivenessand improved student learning.

Tennessee TeacherLeader Council

The goal of the statewide teacher leader council is to create teacher leader models that can be shared and scaled across districts and regions.

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I N V E S TWe invest in leaders with vision and skill

R E S P O N DWe respond strategically to amplify impact

C O N N E C TWe connect efforts to build movements

C l a r k s v i l l e - M o n t g o m e r y C o u n t y S c h o o l s 8

Superintendent Acknowledgment

I, B.J. Worthington, as Director of Clarksville-Montgomery

County Schools, acknowledge the efforts of staff members

from our district who have served on the Tennessee Teacher

Leader Council during the 2013-14 school year to develop a

teacher leader model for our school district.

B.J. Worthington

Director of Schools

Clarksville-Montgomery County Schools

621 Gracey Avenue

Clarksville, TN 37040



The district has identified three areas of focus for teacher leaders: curriculum,instruction, and innovation. Each area has two primary teacher leader roles. Data-driven analysis is an overarching theme for each of the teacher leaderfoci and is considered an integral responsibility of each of the six teacher lead-er roles. The following depicts the teacher leader roles for each area of focus:

Curriculum Focus – Curriculum Specialist and Resource ProviderInstruction Focus – Instructional Specialist and Site-based Induction SpecialistInnovative Focus – Catalyst for Change and Learning Facilitator

The district uses the Mid-continent Research for Education and Learning International (McRel) balanced leadership framework action planning process when designing and implementing new programs and protocols. This four-step process includes: creating demand, actions for implementing change, managing personal transitions, and monitoring and evaluation.

per pupil expenditure

$ 8,829.3230,621student population

2,011teachers in the district

schools in the district37

100

MODEL SUMMARY3 + 1 TLM


• In their professional responsibility toimprove their instructional practice.

• Students deserve superiorclassroom instruction.

• A collaborative culture builds trust.

• Peer observation and modeling of best practices helps teachers grow.

• Evaluation of formative data is integral toteacher and student success.

• Teachers must be lifelong learners if all students are to graduate college and/orcareer ready.

• Attain superior results within their own classrooms.

• Engage adult learners in meaningfulprofessional development and learning experiences.

• Effectively communicate with students, teachers, and administrators.

• Collect and analyze data linking student achievement to instructional practices.

• Work with their school administrators tohelp implement effective change initiatives.

• Help teachers manage their personaltransitions through building- and district-level change.

Teacher Leaders Believe: Teacher Leaders Have Capacity To:

RATIONALERATIONALETo reduce the variability in teacher quality across the district, those in designated leadership

positions cannot be the only building experts to whom teachers turn for professional advice or

for ways to address their developmental needs. The district places high emphasis on the cultural

norm of shared leadership, beyond administrative teams and those in assigned instructional

coaching roles. The 3+1 TLM leverages the knowledge and expertise of often informally recog-

nized teacher leaders by creating opportunities for them to impact others in their areas of exper-

tise. A replicable teacher leader framework will allow administrators to identify and cultivate these

teacher leaders so when called upon they can help build capacity in others and serve as a catalyst

for change in improved instructional practices in support of improved student achievement.


ROLES & RESPONSIBILITIES

• Deconstructs standards at various levels

• Paces progression of standards effectively

• Identifies gaps in learning and scaffolds when appropriate

• Articulates curricular connectionswithin and across content areas

• Vets resources for teachersto use with students

• Vets professional resources for teacher growth

• Maintains a resource exchange easilyaccessible to faculty members

• Pilots new curriculum for adoption consideration

• Demonstrates effective teaching strategies

• Communicates alignment of strategies to standards, assessment and daily lesson planning

• Researches current best practicesfor classroom instruction

• Differentiates practices for the needs of diverse learners

• Challenges the status quo

• Leads innovation and change initiatives

• Discovers possibilities and inspiresothers to attain new goals

• Applies appropriate frameworks,models, and tools to lead,sustain, and monitor change

• Analyzes performancetrends to develop aprofessional learning improvement plan

• Facilitates professionallearning opportunities

• Models best practices

• Coaches individualsthrough learning plans

• Acclimates newteachers to the school: facilities, processes,and culture

• Facilitates inductionseminars to bridgegaps in foundational knowledge

• Monitors new teacherinteractions for fidelityto district protocols andprocedures

• Models professionalismand best practices

Building Teacher Leader Capacity to Reduce the

Variability of Quality Teaching and Learning

Experiencesfor All Students

curriculumspecialist

RESOURCEPROVIDER

INSTRUCTIONALspecialist

LEARNINGFACILITATOR

SITE-BASEDINDUCTIONspecialist

CATALYST FORCHANGE

IN

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VE

F

OC

US

C U R R I C U L U M F O C U S

IN

ST

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Data-driven analysis is a critical component of all

aspects of this model.


STRATEGIES FOR SUCCESS

• Identify high quality, levelfour and five teachers(per the state’s evaluationprocess), skilled in contentknowledge.

• Identify high qualityteachers who have above average student scores.

• Identify teachers who areskillful in the use of dataanalysis to drive instructionand student learning.

• Identify teachers who arerespected by peers andadministration.

• Develop clearly defined job descriptions for each of the six teacher leader roles.

• Develop technical, behavioral and role specificcompetencies for allteacher leader roles.

• Develop a selectionscreening tool.

• Communicate teacherleader opportunities to identified teachers.

• Create a structure involvingintrinsic and extrinsic rewards, as well as formaland informal recognition.

• Develop foundational and role specific professional learning activities to build capacity.

• Create ways for teacherleaders to broaden impact on school improvement.

• Provide usefulfeedback to teacherleaders on strengths and opportunities forimprovement.

• Ensure adequate resources are in place to support teacher leaders.

• Provide opportunities for teacher leaders to sharebest practices in similar job sessions.


• Develop clearly defined roles and responsibilities for teacher leader roles

• Develop communications plan detailing the model’s purpose, process, and protocols

• Create ways for teacher leaders to broaden their impact on school improvement

• Develop professional learning activities to support teacher leaders

Implementation of this teacher leader model requires preparation for teacher leaders, building staff, and building / district leaders. The following are suggested best practices for effective implementation.

BUILDING CAPACITY FOR TEACHERS TO LEAD

13


The district’s primary focus for at least the next 18months will be to connect our teacher leader design efforts to what is already in place and to explore opportunities for expanding teacher leader rolesat the building-level. This exploration will include differentiated pay. Our Chief Human Resources Officer will be leading a Differentiated Pay Focus Group during the 2014-15 School Year. The district’sTeacher Leader Council members will be membersof this Focus Group. In addition, Teacher Leader Council members will serve on a Continuous Im-

provement Team (CITeam) chartered to refine the preliminary framework with input from principals, leadership teams, and existing teacher leaders in formalized roles (Academic Coaches, ConsultingTeachers, etc.). After clarifying teacher leader rolesand responsibilities, this CITeam will determinemeasurable benchmarks regarding the use of teach-er leaders (quantity, quality, duration, effectiveness, etc.), develop training plans for each teacher leader role, develop associated communications plans, andcommunicate district expectations.

IMPLEMENTATION TIMELINE

DECEMBER 2015 / JANUARY 2016Pilot 3+1 TLM in select schools, using 90-day test cycle and district action

planning process

DECEMBER 2014 Finalize district 3+1 TLM; develop pilot implementation plan (district

action planning process)

3+1

JUNE 2017Implement next steps based on

pilot results - suspend, delay,expand, or full implementation


The Department of Communications will playan integral role in the district’s action planningprocess. The 3+1 TLM communication plan will be aligned with each phase of the three-year action planning process and implementation process.The first phase will be to communicate what thedistrict is doing and why we are doing it withregards to building teacher leader capacity in the three identified areas. The second phase will be to identify ways in which identified teachers can beselected to expand their leadership capacity withintheir schools. The third phase will be to monitorimplementation and communicate results toprincipals regarding broader expansion throughoutthe district. Teacher leader successes in schoolimprovement and student achievement will becontinuously recognized and celebrated.

The district employs a number of communicationsmechanisms to ensure stakeholders are aware of ongoing strategic work. These include, but are not limited to, the district website’s Teacher Resourcelink, “Focus Videos,” “Questions and Answers at CMCSS” and the Chief Academic Officer’s weeklycommunication to principals known as “Friday’s Notes.” Other communications include the twice-monthly “Employee Newsletter,” monthly principalmeetings, monthly teacher communication group meetings, formal mid-year and end-of-year reviews,and one-on-one communications between district points of contact and interested stakeholders. Eachof these communications methods will be employedas appropriate during implementation of the 3+1TLM three-year action plan.

COMMUNICATION STRATEGY

“The district employs a number of communications mechanisms to ensure

stakeholders are aware of ongoing strategic work.”

15


District and Building Supports• Prioritize school and district needs to determine type and order of implementation• Design, develop, and deliver professional learning activities (PLAs) for teacher leader roles• Keep 3+1 TLM needs (differentiated pay, on-going PLAs, etc.) at the forefront of budget planning

Evaluation of Individual Teacher Leader Model & Model Effectiveness • Clarify new teacher leader roles and responsibilities in relationship to existing roles• Determine measurable benchmarks (quantity, quality, duration, effectiveness, etc.)• Establish appropriate monitoring and evaluation of newly implemented teacher leader roles• Establish awards and recognition philosophy and associated practices

Pre-Existing Capacity in District • Develop clearly defined roles and responsibilities for teacher leader roles• Develop communications plan detailing the model’s purpose, process, and protocols• Create ways for teacher leaders to broaden their impact on school improvement• Develop professional learning activities to support teacher leaders

Using a set of guiding questions, Clarksville-Montgomery County Schools thoughtfully considered best practices that would support implementation of their teacher leader model.

• District and Building Supports• Evaluation of Individual Teacher Leader Model & Model Effectiveness• Pre-Existing Capacity in District

BEST PRACTICES


The district’s primary focus for the next 18 months will be to connect our teacher leader design efforts to what is already in place and to explore opportunities for expanding teacher leader roles at the building-level. This exploration will include differential pay. Our Chief Human Resources Officer will be leading a Differ-entiated Pay Focus Group during the 2014-15 School Year which will consider the cost implications of fullimplementation of the 3+1 TLM. Teacher Leader Council Team members will participate in this focus group.

Of the six identified teacher leader roles, the site-based induction specialist will be implemented during Year 1 (SY2014-15). Sustainability for transitioning to this position from the building-level teacher leadermentoring role has been built into the SY2014-15 operating budget. Anticipated annual costs of $118,950 willsupport 65 site-based induction specialist positions who will receive supplemental pay of $1,830 for the year for supporting a maximum of six new teachers each year.

The remaining roles will be costed out during the second year of the action planning process based on anassessment of the teacher leader roles and responsibilities and number teachers supported/activities pro-vided. This will be developed prior to piloting the 3+1 TLM in select schools and funding will be requestedthrough the district’s standard budgetary process.

COST & SUSTAINABILITY

SITE-BASED INDUCTION SPECIALIST

65 $118,950positions

$1,830per position

Dyersburg City Schools 18


I, Neel Durbin, as Director of Dyersburg City Schools,

acknowledge the efforts of staff members from our district

who have served on the Tennessee Teacher Leader Council

during the 2013-14 school year to develop a teacher leader

model for our school district.

Neel Durbin

Director of Schools

Dyersburg City Schools

307 College Street

Dyersburg, TN 38024



Operation Success is a framework that includes various teacher leaderpositions. These Teacher Leaders will exhibit a shared vision, a collab-orative mind-set, and a focus on student achievement and growth.Increasing leadership capacity among staff along with teacher effective-ness will have a direct effect on teacher retention and school climateand culture. Research proves that highly effective teachers continually need support and opportunities for growth and leadership. Throughthis teacher leader model, schools will give these effective teachersopportunities to share their knowledge and expertise with other educators. With the implementation of this teacher leader model, theskill level of all staff should improve through peer driven professionaldevelopment, providing great potential to increase student achievement.

MODEL SUMMARYOperation Success


$ 9,836.742,908

student population

184teachers in the district



• In the school vision for continuousimprovement.

• Collaboration is crucial when establishinggoals and strategies.

• In research proven strategies to improvestudent learning.

• In the use of data to improve studentachievement.

• Communicate effectively.

• Focus on student achievement and growth.

• Effectively utilize data from multiple sources.

• Select appropriate interventions andprograms to improve instruction and maximize learning.

• Monitor programs for both success andfailure and make adjustments accordingly

• Help create and maintain a positive culture for staff and students while maintaininghigh expectations for school success.

• Establish positive, trustingrelationships with stakeholders.

• Possess a strong sense of moraland ethical behavior.


RATIONALEIncreasing student achievement and developing highly effective staffs frame the need for a

Teacher Leader Model. If the Teacher Leader model can add to the collegiality, shared vision, and

individual ownership of student outcomes, then it is worthwhile. If the program helps develop

entire staffs and enables schools to retain highly effective teachers, it is worthwhile. If the Teacher

Leader model increases achievement and growth among students, then it must be initiated.



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• Assists in teacher planning and collaboration

• Gives positive specific feedback on pedagogy

• Assists in data analysis

• Develops classroom management strategies

• Uses school data from Tennessee Educator Acceleration Model (TEAM) report to increase teacher effectiveness

• Effectively leads subject area PLCs

• Possesses a good working knowledge of area standards

• Provides support for areas of need

• Provides expertise on subject area teaching strategies

• Develops and designs an effective PD session

• Effectively presents chosen topics to enhance staff effectiveness

• Evaluates PD sessions to determine ongoing support

• Aids in school wide decision making

• Communicates school vision and expectations

• Enhances communication between staff and administration

• Assists in school wide data dissemination

ACADEMICMENTOR

SUBJECT AREACOACH

LEAD IN-HOUSEPROFESSIONAL

DEVELOPER

INSTRUCTIONALLEADERSHIP

TEAM MEMBER



• Teachers apply for the positions

• TVAAS data

• Communication skills

• Ability to teach adults

• Administrators will interview and select basedon specific characteristics:

• Years of experience

• Previous studentachievement

• Willingness to learn andcommunicate

• Vision of the school

• Ability to fosterrelationships

• Respectability within theschool

• Pedagogical knowledge

• Monetary compensation

• Flex-time

• Specific professionaldevelopment

• Building and district-levelsupport

• Additional time to workwith other teachers


• Stakeholders must be prepared for any change within the building

• Dedicate time for initial professional development for Teacher Leaders

• Dedicate time to institute the implementation plan

• Design building schedule with collaborative time

• List specific goals for each team



23


Dyersburg City Schools is committed to the implementation of a teacher leader model. While the district is currently utilizing someteacher leader positions, the comprehensive rollout of the model will not take place until the 2014-2015 school year.


JUNE & JULY 2015 Professional Development for

Teacher Leaders

AUGUST 2015 Small group meetings

with Teacher Leaders andadministrative team

MARCH 2015 Selection of teacher leaders

DECEMBER 2014

leaders

JANUARY 2015School-wide meetings to explain

rationale of program

JANUARY 2015 Application of

Teacher Leaders

SEPTEMBER 2015 -MAY 2016

Teacher Leaders meet withsmall groups of teachers

SEPTEMBER 2015 -MAY 2016

Teacher Leaders conduct meetings or observationswith individual teachers


Communication is an essential element to the suc-cess of the model. The communication strategiesto the various stakeholders should first encourage support of the model by explaining the rationale forimplementation. Teacher leaders must understand the vision of the school and be able to make connec-tions with their own personal visions. Making thisconnection will allow them to own the message and carry it to the other teachers in the building. The school’s administrative team must ensure that the culture of collaboration continues and extends to all members of the faculty. All members must view this as a learning experience, not merely a mandate.By setting a positive tone in the school, the culture,strategies, and student achievement can soar.

The success of the model will require direct com-munication with the entire staff as well as clearlywritten steps in the process to give all involved the chance to participate and understand clearly whatthe model entails. There will be a need for individu-al conversations and adequate time given for those conversations to be meaningful. Ongoing updatesabout implementation as well as any changes should be communicated both written and orally as needs arise. Perceived transparency will be crucial to the integration of the model, especially in schoolsalready experiencing success.


25


District and Building Supports• Collaborative time in master schedule• Professional development for Teacher Leaders• District-wide consistency in selection process with teacher input• Training program from local industry for business leadership model

Evaluation of Individual Teacher Leader Model & Model Effectiveness • TVAAS scores• Achievement scores• Retention of teachers

Pre-Existing Capacity in District • Create a shared vision, tailored to each building• Establish and empower Teacher Leaders in every building• Reallocate resources as necessary to fund the Teacher Leader Models

Using a set of guiding questions, Dyersburg City Schools thoughtfully considered best practices that would support implementation of their teacher leader model.


BEST PRACTICES


Although the needs may be different in various grade levels or between buildings, the system is committedto supporting teacher efficacy. In supporting teacher effectiveness, the system has incorporated a differenti-ated pay plan which gives teachers an opportunity for growth. The funding for teacher leadership positions will be sustained through general purpose funds. The Director of Schools and school board have dedicatedbudgeted funds for teacher leadership positions.


MENTOR COACH

$15,000per position$1,50010

positions

in-house PROFESSIONAL DEVELOPMENT partners

$10,000per position

$1,00010positions

Instructional Leadership Team MEMBER


positions

Henry County Schools 28


I, Sam Miles, as Director of Henry County Schools,





Sam Miles

Director

Henry County School System

297 Grove Boulevard

Paris, TN 38242

Henry County Schools


Professional Administrators and Teachers Shared (PATS) Leadership Model is a framework designed to identify, develop, and extend the reach of teacher leaders by defining opportunities that allow them to take on additional roles and responsibilities, while rewarding their efforts and effectiveness with addi-tional recognition and compensation.

Formal and informal roles include the following teacher-leader opportunities:• Site-based Instructional Leadership Team Members• Site-based Team Leaders• Teacher Mentors• Curriculum Building Team Members• Assessment Building Team Members

School administrators encourage shared leadership in a way that empowersteachers. This supportive effort creates high achieving learning communitiesand promotes a positive school culture.


$ 9,185.873,179

student population



MODEL SUMMARYProfessional Administrators and Teachers Shared Leadership Model


• All students can achieve.

• Leadership is not a position -- it’s an action.

• Fostering a collaborative culture will positively impact educator developmentand result in school improvement.

• Partnering with families and community stakeholders results in improved schoolclimate and student achievement.

• Targeted professional development is necessary for teachers to expand theirknowledge and skills in order to implementbest practices in the classroom.

• Using student assessments and data to drive instruction will result in improvedstudent learning.

• Demonstrate a value system that promotesself-motivation, self-direction, and self-reflection, and professionalism.

• Effectively use data to make instructionaldecisions that lead to improved studentachievement.

• Support cohorts in using effectiveinstructional strategies.

• Assume teacher-leader roles andresponsibilities and continue to be effectivein the classroom.

• Communicate effectively, promoting a shared goal, mission, and vision.

• Hold oneself and others accountable forstudent learning.

• Mentor and direct cohorts’ reflective and inquiry based practices.

• Demonstrate appropriate reactive fidelity by responding appropriately to demandingsituations.


RATIONALESchool administrators’ support of shared leadership empowers teacher leaders to contribute to high achieving learning communities and promotes school culture. Moreover, teachers who are leaders in their own classrooms help to build a positive school culture and inspire their peers to improve their own instructional practices.

“. . . support of shared leadership empowers teacher leaders to contribute to high achieving learning communities and

promotes school culture . . .”



• Facilitates Professional Learning Community Meetings

• Disseminates Information

• Coordinates Logistics

• Resolves and Manages Team Issues

GRADE LEVEL &DEPARTMENT CHAIR

• Advises Apprentice and Improving Teachers

• Makes available Instructional Resources and Assessment Practices

• Contributes Constructive Feedback

TEACHER MENTOR

• Develops curriculum and curriculum goals

• Aligns Instructional Practices

• Develops Pacing Guides

• Creates District Common Assessments

CURRICULUM & ASSESSMENT BUILDING MEMBER

• Participates in Site-Based Decision Making

• Leads in Prescriptive Professional Development

• Advocates for a Collaborative Working Environment

• Influences Positive School Change

INSTRUCTIONALLEADERSHIP MEMBER

SCHOOLBASED

TEACHERLEADERS

(Full Time Teachers)



• Identify teachers who share resources and implement effective teachingstrategies

• Provide expert support in curriculum and assessment, support colleagues in theclassroom

• Facilitate professional learning opportunities

• Lead data conversations and drive schoolimprovement efforts

• Teachers that meet or exceed a score of 3 on the TEAM evaluative measure

• Evidence of performance in a leadership role by providing professional development for peers

• Evidence of perseverance and desire to serve peers

• Evidence of critical thinking and problem solving skills

• Evidence of organizational skills by meeting deadlinesand created clearly definedinstructional sequences

• Evidence of motivational qualities by keeping students on task

• Evidence of respect fordiverse classroom cultures

• Provide opportunities to grow and serve others

• Offer supplemental remuneration

• Provide feedback andsupport for teacher leaders

• Recognize the importance of positive, effective communication betweenadministration and teacherleaders


• Develop specific roles and responsibilities specific to individual schools and districts

• Provide training for formal and informal teacher roles

• Share resources necessary to accomplish mission, vision, and goals

• Ensure time for collaboration between administration, teachers, and teacher leaders

• Encourage collegial participation by including teacher leaders in school-level decision making



33


The Professional Administrators & Teachers Shared-Leadership model for teacher leadership can be imple-mented for school systems or schools that maintain status quo growth and achievement. Each milestone represents pivotal leadership roles within schools and the school district. The timeline is designed to helpsystems move student achievement and growth beyond predicted percentiles. In most areas the cost of sus-tainability is minimum and can easily be modified to meet individual school system requirements.


MARCH 2014 Communicate the

development of a site-basedInstructional Leadership

Team

AnnuallyBeginning Summer 2014

Provide principal-led training for the Instructional Leadership Team

SUMMER 2014 Continue to develop site-

based grade level & contentarea team leaders with clear

areas of focus

Summer 2014 & OngoingImplement teacher mentoring

program

Fall 2014 & OngoingContinue to establish

collaborative ProfessionalLearning Communities

SUMMER & FALL 2014 Continue to provide

principal-led training for site-based team leaders

July 2014-May 2015Provide teachers with opportunitiesto discover and experience holistic

school culture

July 2014-May 2015 Identify and train RTI2 School

Coordinator

Fall 2014Determine teacher evaluation

best practices and conflict resolution strategies

July 2014-May 2015 Identify and establish Curriculum

Building & Assessment TeamMembers


Teacher leaders will play a significant role in schoolimprovement by communicating to their peers andcommunity the district’s plan for student mastery and growth. In order for teachers to obtain and demonstrate professional growth, they will beexpected to adhere to the following: feedback bothpositive and critical, development in areas of weak-ness, moving toward accomplishment of school anddistrict responsibilities, aligning resources neededto accomplish assigned tasks, and the ability tocommunicate effectively with all stakeholders.

To enroll support and setup a positive school cul-ture, the practice of teacher leadership can thrivein schools where leadership responsibilities aredistributed. Principals and school level administra-tors will observe teachers during the school yearin order to identify prospective teacher leaders.

Building level principals will be responsible forcommunicating teacher leadership positions andmaking the final decision for filling teacher lead-ership roles. Compensated leadership roles will beavailable throughout the school year and stipends will be offered for teacher leader work conducted during the school district’s summer break.

Connecting teacher leaders to a school’s vision and mission will be prompted by administrators whohold high expectation for all faculty members. Inturn, effective teacher leadership practices and successes will be communicated to all communi-ty stakeholders. Specifically the BOE, district webpage, portions of parent meetings, and teacher and school newsletters will recognize teacher leaders.



District and Building Supports• Creative/flexible scheduling; planned release time• Prescriptive professional development plan• TEAM Evaluation Model• Partnership with local higher education institutions dedicated to building teacher leaders

Evaluation of Individual Teacher Leader Model & Model Effectiveness • Teacher leader questionnaires• Principal and peer feedback surveys• Tennessee Educator Acceleration Model (TEAM) Analysis• Test data analysis

Pre-Existing Capacity in District • School-based professional learning guided by teacher-directed professional development• Instructional leadership team• Budget allocations for professional development• Site-based management of flexible scheduling

Using a set of guiding questions, Henry County Schools thoughtfully considered best practices that would support implementation of their teacher leader model.


BEST PRACTICES



MENTOR

STIPENDannual amount and number

of positions vary

30INSTRUCTIONAL LEADERSHIP TEAM MEMBER


positions

Grade & Cluster Level Leader & DEPT. Chair


positions

45assessment building team member

$6,750.00per position$150

positions

Grade & Cluster Level Leader & DEPT. Chair

$6,750.00per position$15045

positions

The funding for teacher leadership positions will be sustained through general purpose funds. The Directorof Schools and school board have dedicated budgeted funds for teacher leadership positions.

K i n g s p o r t C i t y S c h o o l s 38


I, Dr. Lyle Ailshie, as Director of Kingsport City Schools,





Lyle Ailshie, Ed.D.

Director

Kingsport City Schools

400 Clinchfield Street, Suite 200

Kingsport, TN 37660



MODEL SUMMARY

Kingsport Teacher Leader Council provides an opportunity for teachers to acquire leadership roles, maintain theirpositions in the classroom, and be compensated for theadditional responsibilities. The model will positivelyinfluence student achievement, school culture, teacherretention, and build leadership capacity in our district.

Teachers Leading Change (TLC)


$ 10,400.717,045

student population




• It is important to be continuous learnersand search for ideas to grow in the practice.

• There is a need to understand thecommunities in which they work and beadvocates for the rights of students.

• In the value of maintaining astrong sense of purpose.

• Ddevelop a community of trust and collective responsibility.

• Differentiate instruction to meet the varied needs of teachers.

• Use formative assessment to pinpointtrends and identify areas of support for teachers and students.

• Use research as evidence to improvepractice and promote student achievement.

• Navigate the complexity of relationships,data, and best practice in order to support both teachers and students.


RATIONALESchool administrators’ support of shared leadership empowers teacher leaders to contribute to high achieving learning communities and promotes school culture. Moreover, teachers who are leaders in their own classrooms help to build a positive school culture and inspire their peers to improve their own instructional practices.

“. . . teachers who are leaders in their own classrooms help to build a positive school culture

and inspire their peers . . .”



Researcherof

BestPractices

Facilitator ofProfessional

Learning

ClassroomTeacherCommunicator

LifelongLearner

Mentor

ModelClassroom

T E A C H E R L E A D E R

Designer& Creator

of Curriculum, Resources and

PacingGuides



• Identify teachers who share resources and implement effective teachingstrategies

• Provide expert support in curriculum and assessment, support colleagues in theclassroom

• Facilitate professional learning opportunities

• Lead data conversations and drive schoolimprovement efforts

• Teachers that meet or exceed a score of 3 on the TEAM evaluative measure

• Evidence of performance in a leadership role by providing professional development for peers

• Evidence of perseverance and desire to serve peers

• Evidence of critical thinking and problem solving skills

• Evidence of organizational skills by meeting deadlinesand created clearly definedinstructional sequences

• Evidence of motivational qualities by keeping students on task

• Evidence of respect fordiverse classroom cultures

• Provide opportunities to grow and serve others

• Offer supplemental remuneration

• Provide feedback andsupport for teacher leaders

• Recognize the importance of positive, effective communication betweenadministration and teacherleaders


• Address specific skill sets and diverse backgrounds of teacher leaders

• Broaden knowledge base of teacher leaders to include facilitation of professional learning activities

• Inform administrators and other key leaders of the scope of the teacher leaders’ work

• Provide a framework at the district and building levels to support issues/questions



43



Identification• Application Process (early May)• Interview by Selection Committee (late May)• Invitation to Join (early June)

Initial Meeting• Set goals and meeting dates as a team (early July)• Share clear picture of roles and responsibilities (early July)• Initial professional learning/team building (early July)

School Year Responsibilities• Collaborative Professional Learning Sessions — Continued

professional learning (research and best practices) for teacher

leaders at the beginning of each meeting (bi-monthly)• Curriculum Mapping (May)• Create and Analyze Common and Benchmark Assessments (quarterly)• Design and Facilitate Professional Development Sessions (monthly)• Instructional Supports — Compiling and creating resources (ongoing)• Serve as Model Classrooms — Teacher observe throughout the year (ongoing)• Serve as Mentors (ongoing)

MAY 2014 Application

Process

MAY 2014 Interview by selection

committee

JUNE 2014 Invitation to join

May 2014 - JULY 2014& ongoing

School year responsibilitieslisted above

JULY 2014 Set goals and meeting

dates as a team

We started this implementation plan in May 2012. Now we repeat the plan for each new school year.


The key to sustaining a culture of teacher leadershipis being proactive and cultivating a system of well-trained candidates over an extended period of time.We must commit to a model that continuouslydevelops and retains teacher leaders. Teachers wantto be recognized as the professionals they are andgiven opportunities to demonstrate their expertise.

A well-developed pathway for teacher leaders that is embedded within the culture of the school anddistrict where they can experience the desired pro-fessional growth will foster a culture of sustainedleadership. The district’s system-wide strategic planwill lay the foundation through key practices thatsupport the district’s mission, vision, core values, and goals.

Support for teacher leadership will be included infrequent communications from the district andschool. Principals and school leaders will monitorall teachers throughout the year for potential teach-er leader candidates. The process for selection willbe advertised through the district web page, news-letters, and district information sessions. Currentteacher leaders will be highlighted throughout theschool year and available for questions from futurecandidates. Embedded and compensated profes-sional development opportunities will be offeredthroughout the year and supported during the summer months.

Leadership development must be explicitly linked to the district’s vision and goals with specific atten-tion given to current and future needs. The strate-gic plan for the district will be communicated andavailable to all stakeholders. One of the key practic-es states, “We will build leadership capacity withinour educational community.”

Individual schools and administration will diligent-ly seek opportunities to communicate to teachers,parents, and community the importance of teacher leadership. Teacher leaders will be recognized in school and district communications, as well as atBoard of Education Meetings. The work and efforts of teacher leaders will be celebrated at various pointsthroughout the year. Teacher leaders will know they are valued members of the leadership team.

Teacher leaders will have opportunities to work together for their own professional growth as well as facilitate growth for others. They will be invitedto at least one administrative leadership meeting during the school year. Building level administra-tors will support their work and foster collegial-ity by attending and participating in teacher ledprofessional growth activities. Administrators will seek opportunities at the building and district level where teachers can lead the discussion and learning for other teachers.

Information and professional learning opportu-nities are received more positively from teacher leaders. Sustaining a culture of teacher leadership where teachers feel empowered will increase self-ef-ffficacy to have a positive influence on educational decisions. The appropriate support beginning withthe strategic plan at the district level and systematiccommunications will foster a positiveenvironmentwhere teach-er leader-ship canbe culti-vated andsustainedover time.


45





Using a set of guiding questions, Kingsport City Schools thoughtfully considered best practices that would support implementation of their teacher leader model.


BEST PRACTICES



The Kingsport Teacher Leader Council was funded by Race to the Top monies in the 2013-2014 school year. Title II monies will fund the Teacher Leader Council in the 2014-2015 school year. This will give the district the opportunity to implement a new alternative salary schedule to determine the availability of funds need-ed to pay the Teacher Leader stipends for the 2015-16 school year and beyond. Kingsport’s Strategic Com-pensation Task Force completed Phase I of the differentiated pay plan involving the one-lane pay scale, and is now working on Phase II, a compensation plan for additional roles/responsibilities.

18MATH TEACHER LEADER

$18,000per position

$1,000

18LITERACY TEACHER LEADER

$18,000per position

$1,000

positions

positions

M e t r o N a s h v i l l e P u b l i c S c h o o l s 48


I, Jessie B. Register, as Director of Metro Nashville Public

Schools, acknowledge the efforts of staff members from our

district who have served on the Tennessee Teacher Leader

Council during the 2013-14 school year to develop a teacher

leader model for our school district.

Jessie B. Register

Director of Metro Nashville Public Schools

2601 Bransford Avenue

Nashville, TN 37204

Metro Nashville Public Schools



$ 11,421.0082,000

student population

6,000teachers in the district


The Metropolitan Nashville Public Schools’ (MNPS) model for Teacher Leader development, identification,and role refinement is based on the understanding thatteacher empowerment and leadership lead to increased student achievement. As outlined in the district’s stra-tegic plan: MNPS Excellence 2018, the Teacher Leader model is one lever of change related to students through growth, empowerment and achievement. The model’sdevelopment and implementation strands are aligned to systematic action steps for transformation: quality teach-ing, transformational leadership and equity & excellence.

100

MODEL SUMMARYMetropolitan Nashville Public SchoolsTeacher Leader Model


• In the ability of a teacher to positivelyimpact student achievement.

• It is essential to respect peers and berespected by peers.

• In the importance of being reliable, consistent, and open to new ideas.

• The strengths and products of collaborationoutweigh any individual goals.

• In the transparency of practice.

• In the value of building capacity by creating sustainability in opportunities and growingfuture teacher leaders.

• Be active learners.

• Establish strong content knowledge andpedagogy in themselves and others.

• Recognize the nuances involved inunderstanding the whole child and his/herunique needs.

• Be strong collaborators, instructors, mentors, coaches and influencers.

• Create and implement effective assessment practices, data analysis, and planning to ensure individualized instruction.

• Remain current in educational trends and research-based strategies in all key areas.


RATIONALEThe need for a well-designed plan for teacher leadership development is recognized by MNPS

to ensure continued growth in teaching, student achievement and attainment of excellence at

all levels. The voice of Teacher Leaders is necessary to effect systematic reform, which requires

shared decision-making, ownership and accountability for student achievement. Strategic,

empowered schools meet the unique needs of each student to ensure student success.

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TEACHERLEADERS

DemonstrationSchool Teacher

school or university selected

ContentLeadschool

selected

TeamLeader

school selected

CommunityLiaison

community or school selected

ProfessionalDevelopment Instructor

school, district,or state selected

ModelClassroomschool or district

selected

Mentorschool or district

selected

Also full-timeteachers

Full-TimeTeacher Leaders

may teachadults orstudents

AcademicCoach

districtpool

Multi-Classroom

Leaderschool

selected

MentorDistrict

selected



• Teachers may self-identify, or be identified by others, based on targeted skillsand attributes for open roles.

• It is recommendedthat teacher leaders beselected based on aspecified process andtransparent set of criterion.

• Teacher leaders should begin to be identified bytheir third year of teaching.

• The selection process includes criteria relatedto experience, positivestudent outcomes, respect of peers, and professionalism.

• The administrative team can select persons tofill specific roles andresponsibilities based on observation and teaminput.

• Peers should play a role in the nomination andselection process.

• Central office may select persons to fill specific rolesbased on an applicationand interview process.

• Provide continuousfeedback and evaluationon the impact of their work.

• Offer incentives, payincreases, stipends, and/or expanded leadershipopportunities.

• Provide in-depth, individualized professionaldevelopment

• Recognize exceptional contributions andsuccesses.

Teachers have the skills and knowledge that

are critical to school improvement efforts, and

we should be encouraging teachers to take

on leadership roles so they can have greater

influence on key decisions that impact

teaching and learning.

Dennis Van Roekel, President, NEA


• Transparently communicate the roles, responsibilities, selection processes, value and incentives

• Preemptively identify prospective teacher leaders and specific talents

• Current leaders identify and mentor their replacements on an ongoing basis to create a continuous pipeline of leaders

• Use an annual Teacher Leadership Institute to create a district-wide, common model of leadership and pool of candidates

• Systematically encourage local schools to empower teacher leaders through administrator training and shared vision



535353



2012(ongoing annually)

Emerging leaders participatein a year-long Teacher

Leadership Institute and ongoing variety of leadership

experiences.

September 2014(ongoing annually)

Teachers in middle years (10-15 years of experience) participate in the

Teacher Leadership Institute II, formore in-depth work.

2013(ongoing annually) Implement Supporting

Aspiring Instructional Leaders (SAIL) for applicants with

administrative license.

2013 pilot; 2014 adding middle &high schools; 2015 adding remaining

elementary schoolsBudgetary Flexibility with cafeteria style

approach to addressing local needs

2013 developed; 2014 implemented

Teacher Leadership Rubric andSMART Goal Planning Tool

2014(ongoing annually)

Assistant PrincipalLeadership Academy

2013 launched with milestones for empowerment and measurement - 2018

MNPS Excellence 2018: Strategic Plan forStudent Success

Prior to 2013, MNPS defined transformationalinstructional leadership, identified many roles forteacher leaders, and incorporated a series of pro-grams for fostering teacher leadership including,Coach Development, Teacher Leadership InstituteI, and SAIL (for aspiring administrators). A rubricfor teacher leadership with a SMART goal processwas also developed and introduced. In 2013-14, MNPS offered budget flexibility to a small set of schools in a pilot model to allow them to custom-ize expenditures and personnel allocations based on individual school needs in alignment with the MNPS Excellence 2018 strategic plan. In 2014-15,

this pilot expands to include the full middle schooland high school tiers, with the remaining elemen-tary schools joining in the following year.

In 2013-2014, MNPS drafted a tentative compensa-tion plan that included teacher leadership stipendsand incentives. A second Teacher Leadership Institute was developed for those in years 5-8of their teaching experience. A third track is indevelopment for those with 10 or more years of experience. The roles, responsibilities and demandcontinue to increase.


A communication strategy must outline the roles and responsibilities, selection process, need/ importance and value of Teacher Leaders to garner support of stakeholders. The communication strategy must align with the district strategic plan, mission, and vision. Current teacher leaders should be used to help craft the message with specificexamples of their work, its value to students, and other teachers and

the district. Use of marketing and communications resourcesshould include the development of one overarching

identifier (logo, slogan, purpose statement, etc.), such that all related roles and professional learning are

clearly and easily recognizedby stakeholders as part of

teacher leadership inthe district. Although

the process forbecoming a TeacherLeader shouldinvolve processesthat require

rigor, and must becommunicated as such,

there must also be a clear expectation of productive andcollaborative relationships

to foster an enhanced positive culture among Teacher

Leader groups, as well as between the Teacher Leaders and their fellow

teachers within a school building.


“...there must be a clear expectation of productive and collaborative relationships to foster an enhanced positive culture...”





Using a set of guiding questions, Metro Nashville Public Schools thoughtfully considered best practices that would support implementation of their teacher leader model.


BEST PRACTICES

56



Metropolitan Nashville Public Schools has developed a model for a differentiated pay plan that includes a lump sum of monies allocated each year to supplement teacher leadership roles and development. Knowing that Teacher Leaders must perform at TEAM Composite levels of 4 or 5, the pay plan addresses financialadvancement and sustainability in several ways, not all related specifically to leadership roles in isolation,but also to individual school and district needs.

multi-classroom leader

$1,500stipend

per teacheron team

Number of positions determined by local building.

COACH MENTOR

PAYDETERMINED

BY SALARYSCALE


ALL-STAR FACILITATORS

$1,000or higher

stipend

1 per 50 teachers.

demonstration teacherflat stipend

paid byuniversity

Number of positions determined by school or university.

add-on stipends for plc leaders, team leaders & content leadspay

to bedetermined


S u l l i va n C o u n t y S c h o o l s 58


I, Jubal C. Yennie, as Director of Sullivan County Schools,





Jubal C. Yennie, Ed.D.

Director of Schools

154 Blountville Bypass

Post Office Box 306

Bountville, TN 37617

Sullivan County Schools


Building Bridges, Sullivan County Schools’ Teacher Leader Model, exem-plifies the system’s belief that “its greatest strengths are its employees, their unwavering focus on children, and their commitment to supporta purposeful team effort.” Creation of, and participation in, a teacher leadership initiative will foster collaboration, community, and teachercapacity, with a focus on improving student learning and teacher effec-tiveness as an extension of the instructional leadership provided by thebuilding-level administrative team. Building Bridges establishes threelevels of support: Classroom Support Coach, Learning Support Coach,and Curriculum and Instruction Support Coach. Teacher leaders will beselected through a clearly-defined, multi-tiered process. Teachers will be compensated for these additional responsibilities as part of their career progression utilizing differentiated pay funding.

MODEL SUMMARYBuilding Bridges


$ 9,377.0410,978student population




• All children have the right to a high-qualityeducation.

• All students can achieve at high levels.

• All teachers can achieve at high levels.

• Learning is a lifelong process.

• Maintaining effective communication and collaborating with all stakeholders is a keycomponent to growth and development.

• Instructional decisions should be based on students’ individual needs, determinedthrough analysis of multiple work samples.

• Influence others to achieve results whilebuilding relationships through mutualrespect; respond to needs of adult learners.

• Support all teachers in using effectiveinstructional strategies to meet students’ diverse learning needs.

• Leverage deep knowledge of curriculum, instruction, and assessment to improvestudent learning.

• Persevere in the face of obstacles.

• Hold self and others accountable forstudent learning and adult learning.

• Foster a culture of excellence through personal leadership, collaboration, and acommitment to ongoing learning.

• Display honesty, trustworthiness, reliability,and sincerity in all interactions.


RATIONALEAs Tennessee continues to strengthen key reform efforts to ensure improved

academic outcomes for all children throughout the state, quality of instruction

remains the “single greatest determinant of learning”. To that end, Sullivan

County Department of Education concentrates effort, resources, and focus on

instruction, as evidenced by Goal 1 of the Board of Education Strategic Plan:

“Sullivan County will demonstrate sustained growth in student achievement.”



Collaborative planning and teaching that ensures rigorous core instruction of key strategies and techniques

Fosters teacher reflectionand plans for next steps

Observes and provides timely and specific feedback with a focus on

academic results

Moves teachers beyond what the data means to the actions that will close the gap between current student performance and

desired student performance

Assists teachers in focusing on studentwork to identify information about student learning

Facilitates the collection and review of multiple samples of student work

Assists teachers in the selection and implementation of appropriate instructional practices with the aim of increased student learning and achievement

Provides needs-based professional

development andsubject-specific

instructional strategies

Facilitates the alignment of written,

taught, and testedcurriculum

LearningSupportCoach

ClassroomSupportCoach

C & ISupportCoach



• Elicit support from allstakeholders (i.e. Directorof Schools, Board ofEducation, and building-level administrators).

• Create and publish iBook documenting all facets of the teacher leader model.

• Distribute information andrecruitment posters to allteachers framing teacher leader model.

• Designate page ondistrict website for links todocuments (application, iBook, etc.) in reference toteacher leader model.

• Host informationalmeetings for interestedteachers regarding the teacher leader model.

• Market the teacher leadermodel as an opportunityfor teacher advancement.

• Budget for an appropriatenumber of teacher leadersfor the district.

• Communicate selection process to teachers and principals.

• Provide monetary compensation(differentiated payallocation).

• Deliver ongoingprofessional learning for teacher leaders andadministrators throughoutthe school year.

• Schedule streamlined work release with minimalclassroom disruption(creative/flexible scheduling) for teacherleader responsibilities.

• Establish process foraddressing issues betweenteacher leaders and teachers or administrators.

• Evaluate model through online surveys of teacherleaders, teachers, and administrators.


• Identify teacher leader model coordinator.

• Clearly define and communicate roles and responsibilities to all, including examples and non-examples of model roles.

• Prioritize building-level needs and collaborate with district-level leaders.

• Rethink time, space, scheduling, and other support structures to ensure strong model effectiveness and implementation.

• Sign Teacher Leader Agreement identifying commitment, confidentiality, and fidelity to the model.

• Train teacher leaders in state initiatives to be implemented at school level.

• Require Teacher Leader Orientation for selected teacher leaders and all administrators.

• Develop school-specific action plan based on identified areas of need.

• Provide professional learning opportunities for teacher leaders each semester.



63



The planning and building of our model has been ongoing since November 2013. We began implementationof the model in March 2014 as we began to market the Building Bridges Teacher Leader Model for SullivanCounty Schools. We continued in April with the application, interview, and hiring process. Our next stepsare orientation and training, as well as identifying our schools’ greatest needs for teacher leaders as webegin planning for instructional growth for students and teachers. The reflection and evaluation of this model will be ongoing during our first year of implementation: 2014-2015. As a result of these findings, wewill revisit our plan to make necessary adjustments and modifications.

JANUARY - JUNE 2015 Evaluation of teacher

leadership program andsupport coaches

SPRING 2015 Analysis and reflection of program effect; establish

next steps

MARCH 2014 Communication of areas of

greatest focus, specific program goals, and allocation of support coach positions to building and

district leaders

MARCH 2014 SCDE Teacher Leader

Council determines what data will be used to assess

effectiveness of modelefforts

MARCH 2014 SCDE Teacher Leader

Council determines processfor hiring and selectingsupport coaches and

communitysupport coaches

MAY - JULY, 2014 & ONGOING Support coaches and

building leaders engage inprofessional development

MAY - JULY, 2014 & ONGOING School leader preparation

and action

APRIL 2014 District and building

leaders hire and selectsupport coaches



As the team of educators from Sullivan County participated on the council, they also developed a teacher leader model for Sullivan County. The teamparalleled their research with the Teacher Leader Model Standards and the Sullivan County Boardof Education’s mission, vision, goals and strategic plan to select an area of focus for teacher leaders.The Board of Education’s goal, “To demonstrate sustained growth in student achievement” hasbecome the basis for the model design. Afteridentifying a focus for our model, the Sullivan County Teacher Leader Council made presentationsto the Director of Schools and district leadershipteam, the Board of Education, the Differentiated Pay Committee, and system administrators. These presentations included an in-depth narrative of themodel to include an iBook, visual representations, and response to questions from the audience.Our model emphasizes coaching and support for teachers and principals. The model has clear parameters and objectives for teachers who are identified and selected to participate as teacher leaders in our schools. These teachers are provenleaders who are highly respected and have shownan outstanding ability to teach with a proven record of student learning. It is the goal of our teacher leader program to provide support for the classroom teacher and principal in areas where we can experience gains in academic achievement. Examples are collaborative planning and teaching,moving teachers and principals beyond data to actions that will close the gaps, and selectionand implementation of instructional practiceswith the aim of increased student learning.Once identified, teacher leaders will have time scheduled to collaborate with teachers,principals, and district leaders. Additionally,schools will be given autonomy to direct theg y

teacher leader model at the building level, basedon the identified needs. As an avenue of support,teacher leaders will participate in ongoing,prescriptive professional development. Teacherleaders will receive a stipend for their work to be funded from the differentiated pay allocation.Collegial relationships exist when teachers discuss problems and difficulties, share ideas and knowledge, exchange techniques and approaches, observe one another’s work, and collaborate oninstructional projects (Peterson, 1994). SupportCoaches must be able to establish relationships of trust and confidence. It is important for teachers to have a voice in developing their personal learning plans because there must be a belief in theprofessionalism of the teacher and an investment into input and reflection on needs or areas theteacher wishes to improve (Harrison, 2006).




Pre-Existing Capacity in District • School-based professional learning guided by teacher directed professional development• Instructional leadership team• Budget allocations for professional development• Site-based management of flexible scheduling

Using a set of guiding questions, Sullivan County Schools thoughtfully considered best practices that would support implementation of their teacher leader model.


BEST PRACTICES



In Sullivan County, the teacher leader model is funded by the state differentiated pay allocation at a total cost of $202,457. From that figure, 101 SupportCoaches are paid a stipend of $1500 to fulfill teacher leader responsibilities within the school building as described in the model. Our district saw the need

for one of the teacher leaders at each building (total of 22, titled Community Support Coach) to serve asa building-district liaison and receive an additionalstipend of $1000 with further job responsibilities. Cost projections also include employee benefits.

101

Support Coach

per position$1,750.35

$176,785.35

COMMUNITY Support Coach

per position$1,166.9022

positions$25,761.35

positions

68

Clarksville-MontgomeryCounty Schools

Melissa Champion, Principal

[email protected]

• Susan Jones,

Professional Development Coordinator

[email protected]

Traci Koon, Academic Coach

[email protected]

Dayna Paine,

Director of Instruction & Curriculum 9-12

[email protected]

Catherine Yaceczko, Teacher

[email protected]

Dyersburg City Schools• Cal Johnson, Principal

[email protected]

Heather Thompson, Teacher

[email protected]

• Kim Worley, Curriculum Coordinator

[email protected]

Jennifer Wylie, Teacher

[email protected]

Henry County SchoolsFelicia Bates, Academic Coach

[email protected]

Sandra Paschall, RTI Teacher

[email protected]

Amy Veazey, Principal

[email protected]

• Renea Wade, K-8 Instructional Supervisor

[email protected]

Kingsport City Schools• Dory Creech, Assistant Superintendent

[email protected]

Emily Helphinstine, Literacy Coordinator

[email protected]

Suzanne Lewis, Teacher

[email protected]

Stephanie Potter, Principal

[email protected]

Pam Stidham, Math Coordinator

[email protected]

Metro Nashville Public SchoolsMichelle McVicker, Principal

[email protected]

Joi Mitchell, Teacher

[email protected]

Jessica Slayton, Coach

[email protected]

Susan Thompson, Talent Management

[email protected]

• Michelle Wilcox, Executive Lead Principal

[email protected]

Sullivan County SchoolsKathy Carter, Teacher

[email protected]

• Lesley Fleenor, Reading Instruction Specialist

[email protected]

Robin McClellan, Principal

[email protected]

Evelyn Rafalowski, Technology Supervisor

[email protected]

Project Director, Tennessee Teacher Leader Council

Paul fleming, Deputy Assistant Commissioner

for Teachers and Leaders Division, Tennessee

Department of Education

[email protected]

Project ConsultantsTamala Boyd, Senior Consultant for the Insight

Education Group

Michelle Armstrong, Senior Consultant for the

Insight Education Group

THE AUTHORS OF THESE TEACHER LEADER MODELS ARE MEMBERS OF The TENNESSEE TEACHER LEADER COUNCIL.

THE “ • ” DENOTES The PRIMARY CONTACTS FOR EACH DISTRICT.

Contributors

69

Clarksville-Montgomery Public SchoolsCurtis, R. (2014). Finding a New Way:Leveraging teacher leadership to meet unprecedented demands. The AspenInstitute. Retrieved from: http://www.aspeninstitute.org/publications/finding-new-way-leveraging-teacher-leadership-meet-unprecedented-demands

Danielson, C. (2007). The Many Faces of Leadership. Teachers as Leaders, 65 (1), 14-19.

Harrison, C., Killion, J. (2007). Ten Roles for Teacher Leaders. Teachers as Leaders, 65 (1), 74-77.

Teacher Leader Model Standards [Brochure]. (2009) Teacher Leadership ExploratoryConsortium.

Tennessee. State Board of Education. (2011, November 4). Tennessee Learning Centered Leadership Policy: Tennessee Instructional Leadership Standards. Retrieved 17April 2014 from http://tn.gov/sbe/Policies/5.101%20Learning%20Centered%20Leadership.pdf.

Dyersburg City schools

“Membership.” Educational Leader-ship:Teachers as Leaders:Ten Roles for Teach-er Leaders. N.p., n.d. Web. 09 May 2014.

“Leading Change from the Classroom: Teach-ers as Leaders Leading Change From TheClassroom: Teachers As Leaders.” Leading Change From The Classroom: Teachers AsLeaders. N.p., n.d. Web. 09 May 2014.

“New Website Launches for Teacher LeaderModel Standards.” New Website Launches forTeacher Leader Model Standards. N.p., n.d. Web. 09 May 2014.

“Leadership.” Leadership. N.p., n.d. Web. 09 May 2014.

Henry County SchoolsBernhardt, V.L., (2004) Data analysis for continuous school improvement.Larchmont, NY: Eye on Education

Boudett, K.P., Clay, E.A., & Murnane, R. J. (2006). Data wise: A step-by-step guide to using assessment results to improve teachingand learning. Camridge, MA

Duff, V., & Islas, M. (2013). Partners in learning teacher leaders drive instructional excellence. Learning Forward, 34(6), 3-6.

Frey, N., & Fisher, D. (2010). Identifyinginstructional moves during guidedinstruction. The Reading Teacher, 64(2), 84-95

Hatton, E., (2001). School developmentplanning in a small primary school:Addressing the challenge in rural NSW.

Marzano, R., & Simms, J. (2013). CoachingClassroom Instruction. Bloomington,IN:Marzano Research Laboratory.

Pearce, C., & Conger J. (2003). Sharedleadership: Reframing the hows and whys of leadership, pp 48-79. Thousand Oaks, CA:Sage.

Teacher Leader Model Standards retrieved from http://www.teacherleaderstandards.org/

Tennessee Instructional LeadershipStandards (2013) retrieved from http://www.state.tn.us/sbe/2013_documents/February2013_Board_Meeting/III_F_Revision_of_the_Tennessee_Instructional_Leadership_Standards_Attachment.pdf

TNCore RTI2 Framework (2013) Implementation guide retrieved from http://www.tncore.org/sites/www/Uploads/RTI2%20Implementation%20Guide-FINAL-08.22.13.pdf

Kingsport City SchoolsBatelle for Kids. (2011). Vertical progressionguide for the common core: English language arts (ELA) K-12 reading, writing,speaking and listening, and language standards. Columbus, OH: Author.

Batelle for Kids. (2013). Vertical progression guide for the common core: Mathematics K-12 new PARCC content emphases for high school. Columbus, OH: Author.

Barth, R. (2000). The teacher leader: Wordsof wisdom from those who know best. Edutopia. Retrieved from www.edutopia.org/teacher-leader.

Boyd-Dimock, V., & McGree, K.M. (2013). Leading change from the classroom:Teachers as leaders. Southwest Educational Development Laboratory. Retrieved from www.sedl.org/change/issues/issues44.html.

Dozier, T.K. (2007). Turning good teachers into great leaders. Educational Leadership,65(1), 54-59.

Duff, V., & Islas, M.R. (2013). Partners inlearning: Teacher leaders drive instructionalexcellence. Journal of Staff Development,34(6), 10-16.

Fisher, D., Frey, N., & Uline, C.L. (2013). Common core English language arts in a PLC at work: Leader’s guide. Bloomington,IN: Solution Tree Press.

Kanold, T.D., & Larson, M.R. (2012).Common core mathematics in PLC at work: Leader’s guide. Bloomington, IN: Solution Tree Press.

LaNaye, R. (2011). Why I want to be a teacherleader. Journal of Staff Development, 32(3), 52-53. Network Communicate SupportMotivate. (2008). The prime leadership framework: Principles and indicatorsfor mathematics education leaders. Bloomington, IN: Solution Tree Press.

Teacher Leader Exploratory Consortium (2011). Teacher leader model standards. (Retrieved November 23, 2013 http://teacherleaderstandards.org/downloads/TLS_Brochure.pdf).

Metro Nashville Public SchoolsBambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to buildingexceptional schools. San Francisco, CA: Jossey-Bass.

Barth, R. (2006). Improving leadershipwithin the schoolhouse. ImprovingProfessional Practice, 63(6), 8-13.

Metropolitan Nashville Public Schools, Human Capital Department. (2013). Teacher leadership in MNPS: Executive summary of focus group findings and suggestions.

http://www.teacherleaderstandards.org

Sullivan County SchoolsKillion, J., & Harrison, C. (2006). Taking thelead: New roles for teachers and school-based coaches. Oxford, OH: Learning Forward.

Peterson, K. (1994). Building collaborativecultures: Seeking ways to reshape urbanschools. Madison, WI: University of Wisconsin-Madison.

Venables, D.R. (2014). How teachers can turn data into action. Alexandria, VA: Association for the Supervision of CurriculumDevelopment.

Tennessee Professional Learning Standardshttp://www.tn.gov/sbe/2012_documents/April_2012/PDF_File/III_F_Standards_for_Professional_Learning.pdf

Tennessee Teacher Leader Standardshttp://www.tn.gov/sbe/2010Octoberpdfs/III%20A%20Teacher%20Leadership%20Standards%20Master.pdf

Research Base & References

A handful of effective educators in a dysfunctional school cannot make

a sustained difference for children. Principals and other leaders must

systematically create opportunities for participation by all stakeholders to

develop a plan that is values driven and data informed. A culture of shared

responsibility requires principals who bring together coalitions of teacher

leaders who have the skills to meet the school’s objectives and create a culture

of continuous learning and shared decision-making.

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Clarksville-Montgomery Public Schools

90-day Test Cycle – four stage test cycle (plan & scan, focus & test, analyze & summarize, and decide & act) for education research and development in support of select district action plans.

Academic Coach (AC) – teacher leader who provides direct service and support to classroom teachers to improve their instructional practice.

Catalyst for Change – teachers leader who leverages their ability to break new ground in improved educational opportunities by com-pelling others to engage in pedagogical and curriculum renewal at the classroom level.

Curriculum Consulting Teacher (CCT) – district-level content specialist who supports subject-specific teachers across the district by diagnosing training needs, delivering professional development to meet identified needs, and following up to gauge impact on teachers’instructional practice.

Curriculum Specialist – teacher leader who is content and ped-agogical. As the curriculum design expert, the individual coordinates and scaffold’s curriculum activities and assesses educational materialsto ensure students’ needs are meet.

High Reliability Organizing Principles – principles focused on improving the quality and reducing the variability in quality among schools by setting clear, “no excuses” goals for teaching and learning; attending to the “core” business of schooling: great teachers and teach-ing; and maintaining a healthy preoccupation with failure, prevention, and intervention.

Instructional Specialist – teacher leader who models effective in-structional strategies and best practices for peers while demonstrating alignment of standards and assessments to meet the needs of diverse learners.

Learning Facilitator – teacher leader who helps peers “construct”meaning and application of important educational concepts, processes and strategies by guiding inquiry into the complex processes of peda-gogical and curriculum renewal through collaborative learning.

Mid-continent Research for Education and Learning In-ternational (McRel®) – private, nonprofit, nonpartisan education research and development corporation providing educators and leaders with research-based, practical guidance on the issues and challengesfacing Pre-K−16 education.

Resource Provider – teacher leader who vets resources for studentand teacher, pilots new curriculum for consideration for adoption and maintains an easily accessible resource exchange for peers.

Site-based Induction Specialist – teacher leaders trained by the district to serve as mentor teachers for up to six new hires in a building. They coordinate building-level induction activities and meet regularlywith new teachers to assist with everything from day-to-day buildingoperational questions to more specific classroom needs.

Variability – differences or inconsistencies in the quality of instruc-tional from classroom to classroom or from building to building that have the potential to negatively impact student achievement.

Metro Nashville Public Schools

MCL – a multi-classroom leader. A description of responsibilities is outlined in roles section of document.


TEAM – Tennessee Educator Acceleration Model.

The terms “support coach” and “teacher leader” are usedsynonymously throughout this model.

Glossary



Henry County Schools


Metropolitan Nashville Public Schools


www.cmcss.net

www.dyersburgcityschools.org

www.henryk12.net

www.mnps.org

www.k12k.com

www.sullivank12.net

72

Acknowledgments

Insight Education Group, Inc.16130 Ventura Blvd., Suite 300

Encino, CA 91436www.InsightEducationGroup.com

[email protected]

Project pl anning , support, and copy editing provided by Insig ht Education G roup.

Concept and desig n CREATED by Impres sions Desig n Studio.

For more information about this work or the models, you may contact: Paul Fleming, Ed.D.

Executive Director of Leader EffectivenessDeputy Assistant Commissioner, Teachers and Leaders

[email protected]

worth beyond measure · catalyst for making change.” a prerequisite for successful and eﬀective...

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